1. Eastern Mediterranean University
ITEC106
Lecture II

2. Introduction
There is no doubt that things are changing in the modern classroom as teachers find more ways to leverage technology for learning.
As the Internet grows at exponential rates, its associated technologies provide a toolbox of educational and informational resources for enhancing teaching and learning in the classroom.
The Internet is affecting, if not instigating, many of the changes that are occurring in classrooms today because of its capacity to connect learners to an almost unlimited supply of information, while providing an interface that allows flexible, multimodal, and interactive knowledge acquisition and exploration.

3. Introduction...
Computer technology and the Internet can have a significant impact on educational effectiveness.
These technologies can enable teachers to deploy complex learning tasks in the classroom, using powerful instructional methodologies.
In addition, certain features and capabilities of the Internet enable active learning environments, which prompt learners to become problem solvers, decision makers, communicators, and collaborators.

4. Introduction...
What are the important attributes of today’s classroom?
Today’s classrooms must teach students to think critically; analyze and synthesize information to solve technical, social, economic, political, and scientific problems; and work productively in groups.
The real power of educational technology is its ability to support the development of these skills by facilitating basic changes in the way teaching and learning occur in the classroom.

5. Introduction...
The information resources and processing features of the Internet have great potential for creating active, student-centered learning environments.
In student-centered classrooms teachers, students, and instructional resources assume roles that are fundamentally different from those in teacher-directed classrooms.
What are the attributes of today’s teachers?
Today’s teacher must be a technologist, instructional designer, facilitator, evaluator, and colearner.
And students must begin to manage their own learning and work in teams with other students to accomplish learning tasks.

6. National Educational Technology Standards for Teachers
Introduction...
National Educational Technology Standards for Teachers
III. Teaching, Learning, and the Curriculum
A. Facilitate technology-enhanced experiences to productivity, and promote creativity address standards
B. Use technology to support learner-centered strategies
C. Apply technology to develop students’ higher order skills
D. Manage student learning activities
II. Planning and Designing
A. Design technology-enhanced learning opportunities to support diverse needs
B. Apply current research on teaching and learning with technology
C. Identify, locate, and evaluate technology resources
D. Plan for the management of technology resources
E. Manage student learning in a technology- enhanced environment

7. National Educational Technology Standards for Students
Introduction...
National Educational Technology Standards for Students
1. Basic Operations and Concepts
Demonstrate sound understanding of technology
Be proficient in the use of technology
2. Social, Ethical, and Human Issues
Understand ethical, cultural, and societal issues related to technology
Practice responsible use of technology
Develop positive attitudes toward technology
3. Technology Productivity Tools
Use technology to enhance learning, increase productivity, and promote creativity
Use tools to collaborate, prepare publications, and produce creative works

8. Introduction...
Integrating technology into the curriculum of the classroom is becoming an inseparable part of good teaching.
The use of technology should foster learning that goes beyond information retrieval to problem solving and should promote the deep processing of ideas, increase student engagement with the subject matter, promote teacher and student motivation for learning, and increase student-to-student and student-to-teacher interactions.

9. USING INTERNET TECHNOLOGIES AS COGNITIVE TOOLS FOR STUDENT-CENTERED LEARNING
The world is changing from an industrialized society to a knowledge-based society.
Unlike workers of the industrial age, who were expected to acquire most of the necessary knowledge prior to performing a job, information-age workers are expected to process large amounts of information on the job and develop the knowledge needed to solve problems or make decisions.

10. USING INTERNET TECHNOLOGIES AS COGNITIVE TOOLS FOR STUDENT-CENTERED LEARNING…
What are the complex skills define success for workers of the information age?
Critical thinking and doing,
Creativity,
Collaboration and teamwork,
Cross-cultural understanding,
Communication using a variety of media,
Technological fluency, and
Continuous learning of new skills.
What is the effect of internet for improving these skills?

11. USING INTERNET TECHNOLOGIES AS COGNITIVE TOOLS FOR STUDENT-CENTERED LEARNING…
One way for schools and classrooms to address complex skills is by deploying technology in the classroom to support active, student-centered learning.
In student-centered classrooms the goal of education is to create independent, autonomous learners who assume the responsibility for their own learning.
Weimer, identified seven principles of teacher behavior in classrooms that are student-centered.
These are;

12. Principles of Learner-Centered Teaching
USING INTERNET TECHNOLOGIES AS COGNITIVE TOOLS FOR STUDENT-CENTERED LEARNING…
Principles of Learner-Centered Teaching
PRINCIPLE 1: Teachers do learning tasks less.
PRINCIPLE 2: Teachers do less telling; students do more discovering.
PRINCIPLE 3: Teachers do more design work.
PRINCIPLE 4: Teachers do more modeling.
PRINCIPLE 5: Teachers do more to get students learning from and with each
other.
PRINCIPLE 6: Teachers work to create climates for learning.
PRINCIPLE 7: Teachers do more with feedback.

13. Based on teaching and learning theories that focus on;
USING INTERNET TECHNOLOGIES AS COGNITIVE TOOLS FOR STUDENT-CENTERED LEARNING…
Based on teaching and learning theories that focus on;
students exploring,
manipulating, and generating knowledge,
teachers can build student-centered learning environments supported and enabled by the information and communication technology resources available through the Internet.
What makes the Internet advantageous for supporting teaching and learning in the classroom ?
is not only its capability of supporting a number of media features—such as text, graphics, animation, audio, video, or hyperlinks—
but also its support of a number of pedagogical methodologies that can provide teachers with valuable and necessary tools for teaching and learning.

14. COGNITIVE TOOLS
Principally, Internet technologies can function as cognitive tools for researching and representing knowledge.
Cognitive tools are both mental mechanisms and digital devices that support, guide, and extend the thinking processes of users.
Cognitive tools function as intellectual partners to stimulate and facilitate critical thinking and higher order learning in students.
Some examples of computer-based cognitive tools include; databases, spreadsheets, multimedia software, graphic organizers, graphing and charting programs, and computer programming languages.

15. COGNITIVE TOOLS…
Using Internet technologies as cognitive tools has the potential to augment teaching and learning in several ways;
Student-centered learning
Collaborative learning
Student engagement
Scaffolding
Authentic settings
Lifelong Learning

16. COGNITIVE TOOLS…
Many of the features of the Internet have great potential for educational and instructional use that make the Internet more than just another medium for the delivery of instruction.
Internet technologies and resources can support teaching and learning through interactive communication, learner control, collaboration, authentic contexts, and access to varied expertise.
Using these features in the classroom, however, may require a fundamental change in the way teaching and learning take place.

17. CREATING ACTIVE LEARNING ENVIRONMENTS
For students to learn, they must do more than just listen to a lecture or a presentation from a teacher—they must do something.
And then they must think about what they are doing.
Active learning occurs when instructional activities involve students in doing things and thinking about what they are doing.

18. CREATING ACTIVE LEARNING ENVIRONMENTS…
A highly active (and interactive) learning environment has always been one aspect of the classroom of effective teachers.
Technology can enhance and extend instructional activity (and interactivity) to stimulate students to engage in learning even as it makes teaching a more enjoyable experience.
Table (in next slide) compares the attributes of new, active learning environments facilitated by technology with the traditional classroom learning environment.

19. CREATING ACTIVE LEARNING ENVIRONMENTS…
A Comparison of Traditional and Active Learning Environments
Traditional learning environment
Active learning environment
Teacher-centered instruction
Student-centered learning
Single-sense stimulation
Multisensory stimulation
Single-path progression
Multipath progression
Single media
Multimedia
Isolated work
Collaborative work
Information delivery
Information exchange
Passive
Active/exploratory/ inquiry-based
Factual, knowledge-based
Critical thinking/ informed decision making
Reactive response
Proactive, planned action
Isolated, artificial context
Authentic real-world context

20. CREATING ACTIVE LEARNING ENVIRONMENTS…
Active learning environments are characterized by meaningful or relevant activity that is directly related to the curriculum and supported by knowledge-building collaboration with peers and tutors and by the expert guidance of a teacher.
Discussion is a common strategy for promoting active learning, as are approaches based on a problem solving model, such as role playing, simulations, debates, and dramatic presentations.
In active learning environments, teachers and students assume roles that are fundamentally different from those in traditional learning environments.

21. New Roles for Teachers
In a student-centered learning environment, the role of the teacher shifts from directing decisions about learning to guiding, facilitating, and supplementing instruction.
In the new learning environments facilitated by technology, the role of the teacher becomes much more diverse and multifaceted.
Roles of teacher;
The teacher as learner;
The teacher as instructional designer;
The teacher as instructional facilitator and coach;
The teacher as evaluator;
The teacher as technologist.

22. New Expectations for Students
Technology helps to create an environment in which students take on more of the responsibility for their own learning.
Students;
The student as active learner;
The student as intentional learner;
The student as learning manager;
The student as collaborator.

23. WEB-ENHANCED LEARNING
It is important not to decontextualize Internet technologies in the classroom by using them in isolation from the curriculum.
Students must be helped to transform free-standing information into personally relevant knowledge.
Web-enhanced;
classrooms that use the Internet to create active learning environments.
For a Web-enhanced learning approach to be effective in the classroom, it should be based on established instructional theories, teaching practices, and learning principles.

24. Educational Models
A few models have been proposed that identify categories of learning activities supported by Web-based or Web-enhanced learning.
For example;
Four forms that Web-based learning environments and materials can assume:
1. Information access.
2. Networked instruction.
3. Interactive learning.
4. Materials development.

25. WEB-ENHANCED LEARNING…
Web-enhanced learning generally includes activities to access the information resources of the Web, communicate and exchange information with experts and peers, and publish products of learning.
Grabowski, Koszalka, and McCarthy (2000) formulates four Web-enhanced learning environment strategies (WELES):
(a) frame learning activities within current and meaningful realities,
(b) inform learners about lesson content,
(c) explore information and knowledge, and
(d) try out new knowledge.

26. WEB-ENHANCED LEARNING…
What is activity structures?
Judi Harris (1998) used the term activity structures to describe a flexible framework teachers can use to capture the most important elements of a learning activity and create contextualized environments for using Internet tools and resources.
Harris identified the two primary educational applications as either collaboration with peers and/or experts at a distance (telecollaboration) or research using information resources on distant computers (teleresearch).

27. WEB-ENHANCED LEARNING…
Harris designated the teaching and learning activities that use these applications as curriculum-based educational telecomputing.
According to Harris (1998b),telecomputing activities can be classified according to one of three primary learning processes:
(a) interpersonal exchanges,
(b) information collection and analysis, and
(c) problem solving

28. Educational Dimensions: Information and Interaction
Internet technologies provide access to information that would have been impossible to access just a few years ago, including virtual libraries, electronic databases, and powerful search engines.
This information can be manipulated to generate knowledge for solving problems or making decisions The Internet also permits communication and interaction that facilitate information exchanges among peers and with experts outside the local classroom, allowing students to share ideas, ask questions, and discuss classroom projects.

29. Educational Dimensions: Information and Interaction…
These two salient features of the Internet, access to information and interaction, can be used as a basis for an educational approach to Web-enhanced learning.
The information features of the Internet allow locating, organizing, and structuring information in ways that augment new knowledge and understandings.
The interaction features support communication and exchanges of information in ways that augment new knowledge and understandings.
These features can be combined and used to support Web-enhanced learning.

30. Web-Enhanced Learning Versus Web-Based Instruction
There are two primary educational models for using the Internet and the World Wide Web for teaching and learning: Web-based instruction and Web-enhanced learning.
The main distinction between them is that Web-based instruction uses the Web and Internet technologies as the primary delivery medium, whereas Web-enhanced learning uses the technologies, tools, and resources of the Internet and the World Wide Web to support teaching and learning in the classroom.

31. Web-Based Instruction
Web-based instruction is also called Web-based training, Web-based learning, or simply e-learning.
Web-based instruction is a form of distance learning that delivers instruction to the learner through a computer, using standard Internet technologies, especially the World Wide Web Online courses delivered through the Internet are examples of Web-based instruction.
Blackboard and WebCT are examples of popular course management software used to develop Web-based instruction, or courseware.

32. Web-Based Instruction…
With Web-based instruction Web pages are structured to guide learners through a sequence of instructional activities that present information, allow practice, provide feedback, and may even assess learning.
Web-based instruction is often used for the delivery of educational content, tutoring, or drill-and-practice activities, the teacher’s role is primarily supportive because the computer assumes the primary teaching load.

33. Web-Based Instruction…
Web-based instruction works best in classrooms or a computer lab in which each student has access to a computer.
Web-based instruction has several advantages over other forms of distance education, such as satellite broadcasts, broadband broadcasts, and compressed video broadcasts.

34. Web-Based Instruction…
These forms of distance education are time and place bound and, therefore, allow only synchronous delivery of instruction, with student and teacher both in a specialized classroom (albeit in different places) at the same time.
The Internet allows for asynchronous delivery of instruction, providing anytime-anywhere communication between teacher and student. With the distinct advantages of the Internet, many universities and some K–12 schools are developing Web-based instruction to provide universal access to their courses.

35. Web-Enhanced Learning
Web-enhanced learning is a classroom-based educational approach that allows students to use Internet technologies, especially the Web, to access information and human resources purposefully and intentionally in ways that are conducive to learning.
Web-enhanced learning increases the potential for learning that can be offered by a single teacher in a classroom situation.
Web-enhanced learning makes it possible to extend teaching and learning beyond mere information retrieval to problem solving and knowledge building.

36. Web-Enhanced Learning…
Web-enhanced learning has the potential to provide multiple learning contexts for both student learners and teacher learners.
Web-enhanced learning can promote independent learning as well as facilitate collaborative communities of learners.
Web-enhanced learning depends on the features of Internet technologies, such as asynchronous communication, and information access and searching.

37. Web-Enhanced Learning…
These features offer teachers powerful tools for more efficient and flexible instruction and, hopefully, more effective learning.
Web-enhanced learning can work well even in classrooms that do not have a computer for each student.

38. DESIGN OF WEB-ENHANCED LEARNING ACTIVITIES
Design strategies for learning activities in Web-based learning environment:
Choose meaningful contexts for learning.
Choose learning activities ahead of the content.
Choose open-ended and unstructured tasks.
Make resources plentiful.
Provide supports for learning.
Use authentic assessment activities.

39. Internet Safety
Although students can have many positive experiences when the Internet is used as an educational tool, they can also be exposed to inappropriate material and can become the targets of crime and exploitation.

40. Risks to Students Using the Internet
Exposure to inappropriate material.
Sexual harassment and exploitation.
Physical molestation.
Legal and financial risks.
Criminal activity

41. Internet Safety Tips for Teachers and Parents
Take responsibility for what students are doing on the Internet.
Use filtering and blocking software.
Never give out identifying information.
Set reasonable rules and guidelines for computer and Internet use by students.

42. Other Issues Copyright and Fair Use Plagiarism
Evaluation of Website Content
Universal Design